1. Perry Tales

2. Warm Up In your own words, define the term ‘parody.’ List parodies you are familiar with (TV/movies/books/music/etc.).

3. Chaucer used stereotypes of medieval characters, professions, behaviors, etc. Define ‘stereotype’ What are some stereotypes that we can identify here at Perry? Stereotypes

4. Brainstorm ‘safe’ stereotypes: Techie Athlete Cheerleader Bandy Preppie Skater Cowboy Princess Nerd The Loner Others????

5. TODAY You are a pilgrim traveling to the “holy land of the diploma.” Pack your luggage… We’re off to the Herbert Inn… Meet your fellow pilgrims…

6. Objective To create your own ‘pilgrim’ To identify and describe your own stereotypical character To collaboratively fit the ‘pilgrims’ together into a ‘prologue’ parody

7. Each ’pilgrim’ will Create and write about a ‘Perry pilgrim’ Your ‘tour group’ will Write and present one unified prologue which includes as many pilgrims as are in your group Purpose of your Pilgrimage

8. I can analyze the author’s choices in developing the poem; I can analyze how the author’s choices affect the overall meaning of the poem. I can distinguish between what the author directly says and what he means. I can write a parody of a story/poem working collaboratively with a supportive group. Learning Goal

9. Learning Scale 4I totally get it! 3I get it. 2I’m beginning to get it. 1I need help. 0I’m totally lost.

10. The NO’s NO specific or direct representation of ANY individual student names NO meanness! NO school inappropriateness NO stereotypes related to race/religion/sexual preference

11. The Basic Rules Chaucer rhymes – so will you! Chaucer uses rhyming couplets – so will you! Chaucer writes in 3 rd person – so will you!

12. Rules for your Pilgrim Group Your prologue must have –An introduction (minimum 2 lines) –A closure (minimum 2 lines)

13. Rules for Each Pilgrim One stanza each Stanza = minimum of 6 lines –Describe your character Personalities Professions Dress Physical features Etc.

14. I can analyze the author’s choices in developing the poem; I can analyze how the author’s choices affect the overall meaning of the poem. I can distinguish between what the author directly says and what he means. I can write a parody of a story/poem working collaboratively with a supportive group. Learning Goal

15. Learning Scale 4I totally get it! 3I get it. 2I’m beginning to get it. 1I need help. 0I’m totally lost.

16. Be Creative Be Unique Be Chauceresque! Chaucer made us laugh. He shocked us. He made us think. He made us question our own thinking. He made us think deeper!

17. Rubric Points Pilgrim Details (includes personalities, professions, dress, physical features, etc.) 10 Content (has a moral/entertains) 10 Originality (unique/creative) 10 Construction (rhyming couplets/makes sense/conventions) 10 Presentation (everyone participates/entertaining) 10

18. I can analyze the author’s choices in developing the poem; I can analyze how the author’s choices affect the overall meaning of the poem. I can distinguish between what the author directly says and what he means. I can write a parody of a story/poem working collaboratively with a supportive group. Learning Goal

19. Learning Scale 4I totally get it! 3I get it. 2I’m beginning to get it. 1I need help. 0I’m totally lost.

20. Your Ticket Out the Door! –Assess where you are on the learning scale –Make of list of tasks your group will need to complete tomorrow so that you can present your final product!